"See Sally Research: An Environmental Scan"
Valenza and Johnson
via http://blog.schoollibraryjournal.com/neverendingsearch/2010/08/02/see-sally-research-an-environmental-scan/
*Shifts in research practices over the last 20 years:
-Students no longer consult card catalogs or microfilm
-A mountain of information is accessible via the Internet 24/7
-Students must be more discerning of reliable sources than in the past
-Librarians role has changed from locator of information to guide and teacher in the research process
-Many free web resources for information, planning, organizing, and presenting research
-Research process is more collaborative between teacher, student, and librarian
-Students can now access more timely information and communicate quickly with direct sources of information
-Students must document all information, including images, video and sound
"Inquiry-Based Learning"
via http://www.thirteen.org/edonline/concept2class/inquiry/index.html
-Today's learners need more skills than just memorizing facts and answering multiple choice questions correctly.
-Today's learners need problem-solving and information seeking skills, to name a few
-According to the site, "An important outcome of inquiry should be useful knowledge about the natural and human-designed worlds."
-Inquiry learning should be in the the context of content learning
-Inquiry learning goes beyond the area of Science
-Moves from "what we know" to "how we come to know."
-Questions drive inquiry
-Teacher questions are more open-ended and reflective
-The Art of Questioning: 4 major types of questions: inference, interpretation, transfer, questions about hypotheses
-Inquiry learning is taken through life: learning how to continue learning
Big6 - http://www.big6.com/
-Six skill steps with 2 stages each to the Information Problem Solving technique
-Is applicable for grades K-12, Higher Education, career and life decisions
-Provides a framework for information seeking and research outside the traditional methods.
-Can be used with differentiated instruction (Murray)
-Addresses copyright in Step 4, Use of Information.
-Blends with ICT Skills Curriculum (http://www.big6.com/go/wp-content/2010/02/LMC_Big6-ICT_Curriculum_LMC_MayJune2010.pdf) accessed 08 Oct. 2010.
Savvy 7 - http://www.lmcsource.com/pages/savvy7.html
-Developed by Nancy Miller and Connie Champlin
-The questions seem similar to the Big6 questions for guiding research.
-Reinforces following copyright guidelines in Question 4 when gathering information.
Inquiry and Information Literacy Models - http://ictnz.com/infolitmodels.htm Research Cycle - Jamie McKenzie -http://www.fno.org/dec99/rcycle.htm
-There are many models to choose from. The site listed above doesn't have all of them listed, but some of the more well-known ones are found here along with links to the models, if available.
-The Research Cycle (McKenzie) moves the student from "information consumer" to "information producer" (1999). Intends to move away from "topical" research. Seems to encourage more inquiry learning. <http://www.fno.org/dec99/rcycle.html> Stripling & Pitts Research Process Model (1988) - http://slisweb.sjsu.edu/courses/250.loertscher/modelstrip.html
-Has 10 steps with reflection points built into the process from Step 3 through 10.
-Spreads out identifying a topic into the first 3 steps to work on narrowing from a broad topic.
Valenza and Johnson
via http://blog.schoollibraryjournal.com/neverendingsearch/2010/08/02/see-sally-research-an-environmental-scan/
*Shifts in research practices over the last 20 years:
-Students no longer consult card catalogs or microfilm
-A mountain of information is accessible via the Internet 24/7
-Students must be more discerning of reliable sources than in the past
-Librarians role has changed from locator of information to guide and teacher in the research process
-Many free web resources for information, planning, organizing, and presenting research
-Research process is more collaborative between teacher, student, and librarian
-Students can now access more timely information and communicate quickly with direct sources of information
-Students must document all information, including images, video and sound
"Inquiry-Based Learning"
via http://www.thirteen.org/edonline/concept2class/inquiry/index.html
-Today's learners need more skills than just memorizing facts and answering multiple choice questions correctly.
-Today's learners need problem-solving and information seeking skills, to name a few
-According to the site, "An important outcome of inquiry should be useful knowledge about the natural and human-designed worlds."
-Inquiry learning should be in the the context of content learning
-Inquiry learning goes beyond the area of Science
-Moves from "what we know" to "how we come to know."
-Questions drive inquiry
-Teacher questions are more open-ended and reflective
-The Art of Questioning: 4 major types of questions: inference, interpretation, transfer, questions about hypotheses
-Inquiry learning is taken through life: learning how to continue learning
Big6 - http://www.big6.com/
-Six skill steps with 2 stages each to the Information Problem Solving technique
-Is applicable for grades K-12, Higher Education, career and life decisions
-Provides a framework for information seeking and research outside the traditional methods.
-Can be used with differentiated instruction (Murray)
-Addresses copyright in Step 4, Use of Information.
-Blends with ICT Skills Curriculum (http://www.big6.com/go/wp-content/2010/02/LMC_Big6-ICT_Curriculum_LMC_MayJune2010.pdf) accessed 08 Oct. 2010.
Savvy 7 - http://www.lmcsource.com/pages/savvy7.html
-Developed by Nancy Miller and Connie Champlin
-The questions seem similar to the Big6 questions for guiding research.
-Reinforces following copyright guidelines in Question 4 when gathering information.
Inquiry and Information Literacy Models - http://ictnz.com/infolitmodels.htm
Research Cycle - Jamie McKenzie - http://www.fno.org/dec99/rcycle.htm
-There are many models to choose from. The site listed above doesn't have all of them listed, but some of the more well-known ones are found here along with links to the models, if available.
-The Research Cycle (McKenzie) moves the student from "information consumer" to "information producer" (1999). Intends to move away from "topical" research. Seems to encourage more inquiry learning. <http://www.fno.org/dec99/rcycle.html>
Stripling & Pitts Research Process Model (1988) - http://slisweb.sjsu.edu/courses/250.loertscher/modelstrip.html
-Has 10 steps with reflection points built into the process from Step 3 through 10.
-Spreads out identifying a topic into the first 3 steps to work on narrowing from a broad topic.